Unified Elementary PROTEACH

Student Handbook2009-2010

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Table of Contents

Purpose of the Program....................................................................3 Program Themes Highlighted Program Features.............................3-4 Graduation Requirements/ Department Policies...............................4-5 Program Planner...............................................................................6-7 Single and Dual Certification Options................................................8-9 Thinking Ahead: Preparing for the Fifth Year...................................9-10 Tips from Proteach Students.............................................................11 Appendices........................................................................................12 Appendix A- Florida Educator Accomplished Practices....................13-14 Appendix B- UEP Program Contact List............................................15 Appendix C-Steps to Certification.....................................................16 Appendix D-Guidelines for Letters of Recommendation...................17

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UNIVERSITY OF FLORIDA SCHOOL OF TEACHING AND LEARNING DEPARTMENT OF SPECIAL EDUCATION UNIFIED ELEMENTARY PROTEACH PURPOSE OF THE PROGRAM The Unified Elementary Proteach program (UEP) is designed to prepare teachers with a dual emphasis in elementary education and mild disabilities as well as to prepare teachers to work with students who are English Speakers of Other Languages. The purpose of this program is to prepare teachers who are capable of: (a) creating and maintaining supportive and productive classrooms for diverse student populations, and (b) working collaboratively with school personnel, families, and members of the community to develop alternative ways of educating all children, including those who present unique instructional and/or behavioral challenges to teachers. AREAS OF CERTIFICATION/SPECIALIZATION • All students completing the 5-year program are eligible for certification in elementary education with an ESOL endorsement. • Those who select special education as their specialization during the Masters’ year of the program also will be eligible for certification in elementary education (K-6) and exceptional student education (K-12) as well as an ESOL endorsement. • Students who select elementary education as their specialization during the Masters’ year will strengthen their expertise in a content area, such as children’s literature, literacy, math/science, technology, ESOL, or interdisciplinary studies. PROGRAM THEMES Program themes guide the development and implementation of all courses and experiences. Themes are integrated throughout the program. The program is organized around two complementary themes:

(1) Democratic values: Teachers within a democratic society must be committed to the value of equity in education and society and must be able to work collaboratively with others to develop alternative ways of educating our diverse population while accepting the responsibility for the learning of ALL children..

(2) Knowledge of content and inclusive pedagogy: Because in today’s world content knowledge is constantly expanding, teachers increasingly will be asked to make decisions about what and how to teach. Our aim is to help pre-service teachers develop knowledge of subject area content in order to

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identify and organize appropriate content for elementary instruction and to develop inclusive pedagogy to facilitate all student’s learning. HIGHLIGHTED PROGRAM FEATURES • Dual emphasis in elementary and special education; Dual certification option enables students to acquire special education certification in addition to elementary education certification while also being eligible or the ESOL endorsement. • All students completing the UEP program are eligible for ESOL endorsement. • Elementary senior methods experience includes 12 hours inter-disciplinary concentration in Liberal Arts and Science. All LAS courses are taken in conjunction with methods courses to facilitate the development of pedagogical content knowledge AND will be taught in conjunction with public school faculty. • Technology is taught explicitly and implicitly (i.e., integrated into how students are taught). • Public school faculty work collaboratively with university faculty in developing and delivering instruction during at least 5 (out of 6) semesters of the program. • College of Education faculty collaborate across departments to deliver instruction. • The program includes a more systematic focus on assessment, with performance outcomes specified for students at key points during the program. • Completion of the UEP program requires 5 years of intensive study including registration and attendance in program courses during summer semesters. GRADUATION REQUIREMENTS

UEP students who complete a department approved undergraduate degree in the College of Education are awarded the Bachelor of Arts in Education (B.A.E.). UEP students are required to complete an additional year of study in a master’s degree or post baccalaureate program to receive a statement on the transcript verifying completion of a Florida Department of Education and National Council for Accreditation of Teacher Education (NCATE) approved program. Grades below “C” will not fulfill requirements in either professional education or in general education areas.

Prior to program completion, students must demonstrate satisfactory performance on the Florida Educator Accomplished Practices at the pre-professional level. In addition, program completion requires UEP students to take and pass all sections of the Florida Teacher Certification Exam. This includes the General Knowledge Test, Professional Education Exam, and appropriate subject area exam(s).

*Residence: The last thirty semester hours to be applied toward a degree must be completed in

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residence in the College of Education. (From The University of Florida Undergraduate Catalog 2007-2008)

DEPARTMENT POLICIES

• Elementary education students with upper division grade point averages below 3.0 may be denied further registrations in the program. Students have the right to petition. • This is a five-year program. UEP students not completing the BAE and Post- Baccalaureate or Master of Education degree will not be recommended for certification. It should also be noted that registration during summer semesters might be necessary. • All UEP students are required to regularly check their UF email. Most communications will occur through the website and UF email. • Application for graduate internship will be limited to those students who attend the mandatory orientation session. Information about orientation sessions is posted on the student services/internship website. • All UEP students are assessed using the electronic COE Educator Assessment System which includes evidence of successful completion of each of the Florida Accomplished Practices (FEAPs). (See Appendix A for FEAPs).

• Students in their graduate year MUST maintain an overall GPA of 3.0 AND a 3.0 in their major (e.g. all courses in STL department).

• Students may transfer in up to 15 hours of graduate credit taken as an undergraduate. Any graduate level courses taken as an undergraduate will only transfer to the Master’s program if a grade of B or higher is earned. Students may not take graduate level courses until their senior year.

All first semester UEP students must read “Doing Honest Work,” and pass a quiz before registering for second semester courses.

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Single and Dual Certification Options The Unified Elementary Proteach program offers students 2 options for teacher certification. Programs leading to single or dual certifications are available. Both options are described below.

Single and Dual Certification Options: What do they have in common? All UEP students follow the same program throughout the undergraduate portion of their programs. Regardless of whether a student plans to follow the single or dual certification option, the undergraduate program of study will be the same. All coursework at the undergraduate level is common to both programs. In addition to common undergraduate courses of study, students in both the single and dual certification option programs will be eligible for the ESOL endorsement when they complete their programs. Single Certification Option: Elementary EducationStudents selecting the single certification option will be eligible for certification in elementary education and ESOL endorsement at the completion of their programs. Teachers with elementary education certification are qualified to teach kindergarten through grade 6. There are six specializations within the elementary education single certification option that are designed to provide students with in depth knowledge and skills in areas relevant to teaching elementary school children. The specializations are (1) children’s literature, (2) literacy, (3) math/science, (4) technology, (5) ESOL, and (6) interdisciplinary preparation. Students select their area of specialization based upon their own interests. While there are differences in the coursework for each of the specializations, all six of the specializations lead to eligibility for certification in elementary education with ESOL endorsement. Dual Certification Option: Elementary Education and Exceptional Student Education K-12 Students selecting the dual certification option will be eligible for certification in elementary education and exceptional student education as well as ESOL endorsement at the completion of their programs. As described above, teachers with elementary education certification are qualified to teach kindergarten through grades 6. Exceptional student education certification qualifies teachers for classes serving students with disabilities in kindergarten through grade 12.

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Thinking Ahead: Preparing for the Fifth Year Preparation for entering the fifth year of the Unified Elementary Proteach program begins early in the senior year. The following list is provided to assist students in successful preparation for entering the graduate phase of their UEP program. Prior to Beginning the Senior Year Graduation check: To insure that all graduation requirements have been met, request a graduation check be conducted. The request should be made to the Office of Student Services in G416 Norman Hall. The check will determine whether or not (1) lower level undergraduate course requirements have been met and (2) the UEP program is being followed. During the Senior Year Submit degree application for the Bachelor’s degree: The degree application is available in Criser Hall and on-line. The form is due early during the semester of anticipated graduation—usually about a month after classes begin. It is very important that the degree application be submitted by the published deadline. A student not submitting the degree application cannot graduate. (Check UF calendar for exact due date.) Take the Graduate Record Exam: All UEP students must submit GRE scores as part of the application file for admission to the master’s degree programs. Information regarding the GRE including cost, registration information, and administration is available at the GRE web site (www.gre.org). It is recommended to take the GRE at the end of the second semester in the UEP program and no later than by the end of the third semester. Compute GPA: A minimum GPA or 3.0 is required on the last 60 hours of undergraduate work.

Submit application for Graduate School Admission: For 2010 applications are due as follows:

Admission Term

Deadline to Submit All Application Materials

Spring 2010 September 15, 2009

Summer 2010 January 15, 2010Fall 2010 February 15, 2010

(Application materials are available from the UF web site http://gradschool.rgp.ufl.edu/education/toapply.html).

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Applications can be submitted online or as hard copies. Application files must include GRE scores and 3 letters of recommendation. Two letters of recommendation should be from faculty members who have taught students in class. The third letter can be from field supervisors or other instructors in College of Education courses. During graduate coursework, student’s GPA must be at least B (3.0, truncated) overall and in the major department. Courses taken in other departments are not computed in the major area grade point average for graduation. Taking Graduate Coursework the Senior Year: Graduate level course work may be taken during the senior year. However, keep in mind that taking graduate level coursework does not mean you are necessarily accepted into the post baccalaureate or graduate program. Additionally, any graduate courses taken as a under-graduate student where a B or higher is not earned will NOT transfer to the master’s program and count toward the 39 hours of required credit to graduate at the end of the 5th year with a Master’s degree. 15 hours of graduate credit taken as an undergraduate may be transferred into the graduate program for all courses earning a B or higher. A “C” will not transfer into the graduate program.

Students selecting the single certification option (Elementary Education K-6/ESOL endorsement) need to submit the department copy of the their applications and their letters of recommendation to the School of Teaching and Learning in Room 2403 Norman Hall. Students selecting the dual certification option (Elementary Education K-6/ESE K-12/ ESOL endorsement) submit the department copy of the their applications and their letters of recommendation to the Department of Special Education in Room G-315 Norman Hall. Submit an application for internship: Applications for fall and spring internships are due February 15 and September 15 respectively and are turned in to the Office of Student Services (Room G416). An orientation meeting for interns is held during reading days each semester. The orientation is mandatory for all interns. Information about exact dates, times, and locations for the meetings will be made available each semester on the Proteach website (http://www.coe.ufl.edu/school/Programs/UEP/index.html).

Most UEP students complete their internships locally (Gainesville and areas within a 60 mile radius of the city of Gainesville). However, UEP students may request a distant placement in school districts outside the 60 mile radius. UEP students requesting distant internships should be aware of the following: • Distant placements are approved only for UEP students who successfully complete pre-internship placements. Any students with Performance Improvement Plans during pre-internship will not be approved for distant placements. • Distant placement requests cannot be approved without at least 3 students

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requesting placement in the same district. • Distant placements are generally only allowed in the fall semester. • It is the UEP student’s responsibility to complete background screenings or any other documentation required by the district for which the request is made. The student is responsible for any fees incurred.

Take the Florida Teacher Certification Exam(s): UEP students must pass required certification exam(s) prior to completion of their program. Information packets including registration forms and administration dates are available in the Office of Student Services. The General Knowledge Exam should have been taken upon admission. The Elementary Ed K-6 Subject Area Exam is taken during the senior year and passing scores must be received before being cleared to graduate with a BAE and the Professional Education Exam must be taken in the fifth year, passed, and scores received to being cleared to graduate with a Master’s Degree.

Plan coursework: All UEP students are assigned a faculty advisor who can answer questions regarding coursework, programs of study, and admission to post- baccalaureate or master’s programs for the fifth year of the UEP programs. Students selecting the single certification option will have the same advisor through all five years of their program. Students selecting the dual certification option will have a new advisor in the Department of Special Education during their fifth year. UEP students seeking admission to the Department of Special Education for the dual certification option may request information regarding admission and the fifth year of study in Room G315.

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TIPS For Success

☞ Check the Proteach website regularly and share information with your colleagues: http://www.coe.ufl.edu/school/Programs/UEP/index.html Download the UEP Handbook each year and refer to ovten. ☞ Starting semester one, save all major assignments, projects, lesson plans that demonstrate your progress on Florida Accomplished Practices—keep these on a zip disk/CD and be sure to make a back up. This information may be used in developing other projects in later terms. ☞ Plan to attend SUMMER SCHOOL to add courses that accompany the core courses, therefore lightening your load during the fall and spring semesters. Take elective courses in addition to your fall and spring coursework. ☞ Meet with your faculty advisor (locater list-on bulletin board near NRN 2323) first semester and make a plan for BAE program; some students find color-coding each semester including summers helpful. ☞ Plan on taking at least one course each term beyond the required core courses for which you are registered by Cohort. ☞ Plan ahead for transportation and for increasing responsibilities and time commitments in field placements; these increase each semester and you will need to redirect some resources and time to meet these program requirements. (Note: Your employment commitments may need to change!) ☞ Plan to take the GRE early, at least by the end of the third semester. If you qualify for financial aid, you could get a fee waiver for the GRE. ☞ Work within your cohort to develop flexibility, collaboration skills, effective listening and professional communications within your group and in advocacy activities. ☞ If possible, try to find links within your courses to integrate your assignments! Try to extend an assignment to include the requirements of two courses. Teaching is about integrating curriculum and most instructors encourage you to find links between the courses in the program. ☞ Save all of your course work because you never know when you might need a copy! Save with recognizable titles such as “EDF3115-Bright Futures Paper.” Make sure you save it on a disk! Computers will sometimes unexpectedly crash, so make sure you back up your work. ☞ The electronic assessment indicator system automatically tracks your progress in demonstrating the FEAPs. If you receive an e-mail from the Educator Assessment System, respond immediately!!

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Appendices

Appendix A Florida Educator Accomplished Practices Accomplished Practice # 1: The preprofessional teacher collects and uses data gathered from a variety of sources. These sources will include both traditional and alternate assessment strategies. Furthermore, the teacher can identify and match the students’ instructional plans with their cognitive, social, linguistic, cultural, emotional, and physical needs. Accomplished Practice # 2: The preprofessional teacher recognizes the need for effective communication in the classroom and is in the process of acquiring techniques which she/he will use in the classroom. Accomplished Practice # 3: The preprofessional teacher realizes that she/he is in the initial stages of a life-long learning process and that self-reflection is one of the key components of that process. While her/his concentration is, of necessity, inward and personal, the role of colleagues and school-based improvement activities increases as time passes. The teacher’s continued professional improvement is characterized by self- reflection, working with immediate colleagues and teammates, and meeting the goals of a personal professional development plan. Accomplished Practice # 4: The preprofessional teacher is acquiring performance assessment techniques and strategies that measure higher order thinking skills in students and is building a repertoire of realistic projects and problem-solving activities designed to assist all students in demonstrating their ability to think creatively. Accomplished Practice # 5: The preprofessional teacher establishes a comfortable environment, which accepts and fosters diversity. The teacher must demonstrate knowledge and awareness of varied cultures and linguistic backgrounds. The teacher creates a climate of openness, inquiry, and support by practicing strategies as acceptance, tolerance, resolution, and mediation. Accomplished Practice # 6: The preprofessional teacher adheres to the Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida. Accomplished Practice # 7: The preprofessional teacher plans instructional activities that draw upon well-established human development/learning theories and concepts and a variety of information about students. Accomplished Practice # 8: The preprofessional teacher demonstrates a basic understanding of the subject field and is beginning to understand that the subject is linked to other disciplines and can be applied to real-world integrated settings. The teacher’s repertoire of teaching skills includes a variety of means to assist student

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acquisition of new knowledge and skills using that knowledge. Accomplished Practice # 9: The preprofessional teacher understands the importance of setting up effective learning environments and has techniques and strategies to use to do so, including some that provide opportunities for student input into the processes. The teacher understands that she/he will need a variety of techniques and is working to increase his/her knowledge and skills. Accomplished Practice # 10: The preprofessional teacher recognizes the importance of setting high expectations for all students, and works with other professionals to design learning expectations that meet students’ needs and interests. The teacher candidate continually seeks advice/information from appropriate resources (including feedback), interprets the information, and modifies his/her plans appropriately. Planned instruction will incorporate a creative environment and utilize varied and motivational strategies and multiple resources for providing comprehensible instruction for all students. Upon reflection, the teacher continuously refines outcome assessment and learning experiences. Accomplished Practice # 11: The preprofessional teacher communicates and works cooperatively with families and colleagues to improve the educational experiences at the school. Accomplished Practice # 12: The preprofessional teacher uses technology as available at the school site and as appropriate to the learner. She/he provides students with opportunities to actively use technology and facilitates access to the use of electronic resources. The teacher also uses technology to manage, evaluate, and improve instruction. Appendix B

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Contacts School of Teaching and Learning Dr. Elizabeth Bondy, Director bondy@coe.ufl.edu (352) 273-4242

Dr. Suzanne Colvin, Coordinator of Elementary Programs and Assistant Director scolvin@coe.ufl.edu; (352) 273-4218

Ms. Robin Crawford peeke@coe.ufl.edu; (352) 273-4217 Special Education Dr. Jean Crockett , Chair jcrockett@coe.ufl.edu; 352-273-4292

Dr. Penny Cox, Graduate Coordinator pcox@coe.ufl.edu ; 352-273-4280

Dr. Marty League mleague@coe.ufl.edu; 352-273-4282 Office of Student Services Dr. Theresa Vernetson Assistant Dean tbv@coe.ufl.edu; 352-273-4376, Ms. Robin Rossie rrossie@coe.ufl.edu; 352-273-4377

Ms. Rebecca Kidwell rkidwell@coe.ufl.edu; 352-273-4379

Appendix C Florida Teacher Certification Examination (FTCE) Requirement for Elementary Proteach Students

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FTCE Requirement for Elementary ProTeach – Single Certification Track General Knowledge Subject Area Exam: Elementary Education K-6 Professional Education FTCE Requirement for Elementary ProTeach – Dual Certification Track General Knowledge Subject Area Exam: Elementary Education K-6 Subject Area Exam: Exceptional Student Education K-12 Professional Education

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Requirements for ProTeach Students Admitted Fall 2006 and Beyond • Passing scores on the General Knowledge and Elementary Education (K-6) Subject Area Exam must be on file in the Office of Student Services prior to completion of the Bachelor’s program. • Passing scores on the Professional Education Exam (and ESE Subject Area Exam for Dual Certification) must be on file in the Office of Student Services prior to completion of the fifth year of the program. Requirements for ProTeach Students Admitted Prior to Fall 2006 • Passing scores on ALL relevant portions of the FTCE must be on file in the Office of Student Services prior to completion of the fifth year of the program. ~~~~~~~~~~~~~~~~~~~~~~~~~

Important Notes • Tests are available through paper-and-pencil administrations five times a year (January, March, April, July, October) and not all tests can be taken on the same day, so be sure to plan in advance. Computer-based testing is available for some portions of the General Knowledge exam, the Subject Area exam(s), and for the Professional Education exam. • Visit the Office of Student Services to discuss testing options, get registration materials and ask questions about these requirements. • Rebecca Kidwell, rkidwell@coe.ufl.edu, Student Teaching Coordinator, Office of Student Services (G-416)

Unified Elementary Special Education Proteach

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Application to Graduate School Guidelines for Soliciting Letters of Recommendation As part of the application process, you will need to solicit recommendation letters from three of your instructors from your undergraduate program. You should request letters from instructors who taught you in a course (i.e. do not ask your field experience supervisor). It is best to request letters from instructors who know your work well. Their task is to draw on their knowledge of your work and your record to recommend your potential for success in the academically rigorous work required of a graduate student. To assist them, we recommend that you provide them with the following: (1) A recommendation form (provided with your application packet) with all the basic information completed (2) An envelope addressed to the appropriate office (no postage required) (3) Your resume (4) Your GRE scores (5) Your GPA (6) Anything else you think we should know (7) A short description of a project or paper you submitted in the course you took from that instructor. Please remember that your instructors will be asked to write multiple recommendations so it is essential that you get your instructors the forms as soon as you can.

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